Effects of prompting multiple solutions for modelling problems on students’ performance
Effects of prompting multiple solutions for modelling problems on students’ performance
复制标题
提示建模问题的多种解决方案对学生表现的影响
DOI：
10.1007/s10649-015-9608-0
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发表时间：
2015
影响因子：
3.2
通讯作者：
Rakoczy
中科院分区：
文献类型：
--
作者：
Schukajlow;Rakoczy
指导学生对具有模糊条件的建模问题构造多个解被发现是提高学生在兴趣导向措施上表现的有效方法。在本研究中，我们调查了这一教学要素对学生成绩的影响。为了评估在数学教学中提示多个解决方案与提示单一解决方案的影响，我们进行了一项实验研究，144名九年级学生从六个德国班从中学轨道学校。我们有两个实验组：在一个实验组中，学生被要求提供两个解决方案的建模问题有关的主题毕达哥拉斯定理;在另一组，他们被要求找到一个解决方案，为每个问题。在五节课的教学单元之前和之后，对学生在解决与真实的世界有联系和没有联系的任务时的表现进行了评估。此外，在教学单元期间，还通过问卷调查对学生开发的解决方案数量和能力体验进行了评估。研究结果表明，与以前的研究类似，促使学生找到多个解决方案并不能直接提高他们的成绩。然而，通过路径分析，我们发现，通过他们开发的解决方案的数量和他们的能力的经验，对学生的表现的治疗的间接影响。
Prompting students to construct multiple solutions for modelling problems with vague conditions has been found to be an effective way to improve students’ performance on interest-oriented measures. In the current study, we investigated the influence of this teaching element on students’ performance. To assess the impact of prompting multiple solutions in mathematics instruction compared with the prompting of a single solution, we conducted an experimental study with 144 ninth graders from six German classes from middle track schools. We had two experimental groups: In one experimental group, students were required to provide two solutions for modelling problems related to the topic of Pythagoras’ theorem; in the other group, they were asked to find one solution for each problem. Students’ performance in solving tasks with and without a connection to the real world was assessed before and after a five-lesson teaching unit. In addition, the number of solutions developed and students’ experience of competence were assessed with a questionnaire during the teaching unit. The findings showed that, similar to previous studies, prompting students to find multiple solutions does not improve their performance directly. However, using path analysis, we found indirect effects of the treatment on students’ performance via the number of solutions they developed and their experience of competence.
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DOI：
10.1111/j.2044-8279.2011.02037.x
发表时间：
2007
期刊：
The British journal of educational psychology
影响因子：
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作者：
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通讯作者：
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